Interventions for the Improvement of Cognitive-Academic Language Proficiency and School Success of Bilingual Migrant Students in the View of Experts

摘要

By means of a Delphi-expert-questionnaire a panel of 176 experts (CH, D, A) specialized in the fields of languageeducation and migration, i.e. scientists, school administrators and teachers rated in two rounds a total of 174 items aiming at the improvement of cognitive academic language proficiency and school success of migrant pupils. The procedure aimed at a consensus between the experts on the effectiveness and feasibility/enforceability of the proposed measures. Expert rating resulted in a high consensus both between individual experts and groups of experts respectively. A rang ordered list of measures was obtained. Two groups of interventions proved to be most important in the judgement of the experts: (1) educational interventions, e.g. individualisation, cooperative learning and literacy-education; (2) institutional improvements,e.g. implementation of integrative measures, sustaining both first and second language and reforming the selection procedures.